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A classic in the field, the tenth edition of Strategies for Teaching Learners with Special Needsoffers the most comprehensive look at how to teach students with mild/high incidence disabilities. Balancing elementary and secondary teaching strategies, the text introduces critical areas of concern for special educators, includes a new chapter on curriculum development and launches into strategies for teaching students specific content areas. This edition includes separate chapters on science and social studies, updated chapters on reading and written language, and an expanded focus on transitions and functional academics. Throughout each chapter, culturally responsive practices are highlighted, technology rich solutions are explored, and formal assessment instruments are summarized so readers learn how to help students with special needs succeed in inclusive educational environments.

Edward A Polloway is the Rosel H Schewel Distinguished Prof. of education at Lynchburg College where he also serves as VP for Community Advancement and Dean of Graduate Studies. He completed his bachelor's degree at Dickinson College in Pennsylvania and his graduate degrees at the University of Virginia. He is the author of over 100 professional articles on special education with particular emphases in the areas of intellectual disabilities and learning disabilities. In addition to co-authoring the prior nine additions of this textbook, he also is the co-author of Teaching Students With Special Needs In Inclusive Settings (sixth edition), Language Instruction For Students With Disabilities (fourth edition), Attention-Deficit/Hyperactivity Disorder In The Classroom, Children And Adults With Learning Disabilities, Language Arts: Teaching Exceptional Students, and served as co-editor of the Conquest Of Mental Retardation. Dr. Polloway also served for six years as the editor of the journal, Remedial And Special Education. He has been honored as the 2007 Distinguished Alumnus Of The Curry School Of Education at the University of Virginia, the Burton Blatt humanitarian award from the Division on Autism and Developmental Disabilities of The Council For Exceptional Children, and Lynchburg College’s James A Houston award for scholarship.

James R Patton is an educational consultant and adjunct associate professor at the University of Texas at Austin. He received his master's and doctoral degree from the University of Virginia after completing the bachelor's degree at Notre Dame. He is a former high school biology teacher and elementary-level special education resource teacher. He has also taught students who were gifted and those who were gifted/learning disabled. His professional interests include transition, life skills instruction, adult issues related to individuals with special needs, behavioral intervention planning, study skills, and classroom accommodations. He has served on the national boards of the Division On Autism And Developmental Disabilities, The Council For Learning Disabilities, and The National Joint Committee On Learning Disabilities.

Loretta Serna is professor of special education at the University of New Mexico. After completing a Masters Degree in special education she taught 3rd grade students with emotional and behavioral disorders. She completed her doctoral degree in developmental and child psychology at the University of Kansas. In addition to her work on multiple versions of this textbook, Dr. Serna also was the principal investigator on several federal grants including those on the Self-Determination in Integrated Settings project, Social Skills for Young Children, and Evidence Based Interventions for Students with Severe Behavior Problems that focused on large scale investigation of the First Step to Success program. Her publications focus on the social behavior of students with behavior problems. She has significant experience working with adolescents in both individual and group work as well as with families of adolescents who are at risk for failure. Her research interests include social and self-determination skills for youth at risk, teacher preparation, and curriculum/program development.